SYLLABUS
CULTURAL RESOURCE MANAGEMENT (01-070-393)
Rutgers University – Department of Anthropology
Fall 2012
Lecture day/hours: Thursdays, 12:35-3:35 PM; BIO 302
Lecture location: BIO 302, Cook/Douglass Campus
Instructor: Dr. Katharine Woodhouse-Beyer, RPA
Office Hours: Thursdays 11:00 – 12:00pm, Ruth Adams Building Room 315. Please schedule an appointment by sending an email at least 24 hours before class. We can also arrange to meet just before or after class, or via a telephone conference call; again, please email ahead of time to make these arrangements.
COURSE DESCRIPTION
Cultural resource management is an interdisciplinary and professional discipline whose practitioners utilize a combination of historical, architectural, and archaeological investigations in compliance with federal, state and local regulations requiring the identification, preservation, and/or mitigation of cultural resources. Cultural resource management specialists, and particularly, archaeologists working within this field, emerge at the front lines of negotiation between the past and the present as the U.S. government and its many communities must carefully balance a concern for the preservation of cultural resources alongside the growing need for construction, maintenance, and development projects.
This course will specifically focus on topics concerning cultural resource management as a professional field within anthropology, and specifically, anthropological archaeology. It has been estimated that over half of the archaeologists working in the U.S. work within cultural resource management and that over 90% of archaeological investigations conducted in the U.S. are cultural resource management projects (Thomas and Kelly 2007). The course introduces students to the history and evolution of cultural resource management and legislation relating to archaeological resources in the U.S. from the early 20th century onwards, discusses methods of identifying and evaluating archaeological sites within a cultural resource management framework, provides guidance on basic skills of project planning, management, and client communications, and explores a wide variety of topical issues and case studies concerning the status of cultural resource management as a professional field wrestling with many of the cultural, social, and economic challenges of the 21st century.
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Course Objectives:
Through active course attendance, in-class group exercises, individual and group research, and regularly scheduled examinations covering course readings and lecture material, students enrolled in Cultural Resource Management will become proficient in knowing the history of cultural resource legislation in the United States as well as will become familiar with methodology and case studies concerning cultural resource management as practiced in the United States today. The course additionally seeks to provide students with a solid grounding in understanding the staged process of cultural resource management from the identification through to the evaluation of archaeological resources as well as the business and ethical aspects of cultural resource management in the challenged economy of the early 21st century.
Course Goals:
By the end of our course of study, students will:
1. Attain a detailed knowledge of the goals, methods, and applications of cultural resource management with a particular focus on archaeological projects and case study sites in the United States;
2. Be able to discuss cultural resource legislation - how it emerged in the early 20th century United States, how later legislation was refined in scope and terminology, and the strengths and weaknesses of specific legislative acts;
3. Critically evaluate and respond to real and simulated cultural resource management situations in areas relating to ethics, scope, business practice, methodology and public involvement;
4. Understand the fundamentals of cultural resource management as a business, and have the ability to prepare components of a cultural resource management project proposal and final report.
Course Texts and Readings:
A key to doing well in this course is to attend all lectures, keep up with the reading assignments, participate in discussions, and take detailed class and text notes.
Required Texts:
There are two required books for this course – both are available at the main Rutgers Bookstore (Barnes and Noble). You are also expected to access/read/print materials on cultural resource legislation from the internet: http://www.nps.gov/archeology/TOOLS/LAWS/AntAct.htm. Readings are to be completed for the day that the reading is listed in the syllabus.
King, Thomas F.
2008 Cultural Resource Laws and Practice, Third Edition. Blue Ridge Summit, Pennsylvania: Altamira Press.
Neumann, Thomas W. and Robert M. Sanford. 2
2010 Cultural Resources Archaeology: An Introduction. 2nd Edition. Blue Ridge Summit, Pennsylvania: Altamira Press.
Additional Required Readings (posted on SAKAI website):
SAKAI website: https://sakai.rutgers.edu ; Scroll to: “01:070:393”
All students registered for the class are subscribed to the course SAKAI site. Multiple articles and assignments will be scanned onto the website and listed under “Resources“. All of these documents will be posted on the course SAKAI website in advance of the class in which it will be referenced and/or discussed. Take note that additional readings beyond those which are posted for the required readings may be posted – this is because during the time of our course there may be debates about cultural resource laws and/or newspaper or other publications which may have great relevance to our course topics. These articles will be noted as “optional reading.”
I will also post class PowerPoint files on the SAKAI website (“Resources”) for study aides; however, note that Power Points are used as a visual teaching device and do not include all material covered in lectures or in the textbook. The files will be posted within 24 hours after the class in which the material is covered.
COURSE ASSIGNMENTS:
There will be 2 short home assignments, 1 midterm exam, 1 group presentation project, and 1 research paper distributed throughout the course - and a Final Exam. Multiple assignments of different grade weights are given in order to assist students in managing large amounts of course information as well as to provide an opportunity in which to improve skills in exam-taking and knowledge of course terms and topics.
COURSE ASSIGNMENT WEIGHT DUE DATE
Class attendance 5% CUMULATIVE THROUGH COURSE
Graded Assignment #1 10% SEPTEMBER 27 – IN CLASS
Research Paper Topic 5% OCTOBER 4 – IN CLASS
Graded Assignment #2 15% OCTOBER 11 – IN CLASS
Midterm Exam 15% OCTOBER 18 – IN CLASS
Group Presentation 15% NOVEMBER 8 – IN CLASS
Research Paper 15% DECEMBER 6, 5 PM SAKAI
Final Exam 20% DUE BY DEC. 20, 3 PM SAKAI
EARLY SUBMISSION OF FINA:L EXAM ENCOURAGED!
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GRADING:
A = 90 – 100 C+ = 77 – 79 F = Below 60
B+ = 87 - 89 C = 70 - 76
B = 80 – 86 D = 60 – 69
Group presentations will be graded as a group (same grade to all group members) – grades will be based on clarity, quality of oral presentations, group PowerPoint (watch your spelling) presentation, and professionalism.
Lecture Attendance:
Students are expected to attend all classes, complete all readings and assignments, and actively participate in discussions. As this course only meets once a week, it is imperative that you don’t miss any of our classes – or leave early. Note that class attendance and participation is graded out of the total number of class sessions – and worth 5% of your final course grade.
Per the new Rutgers University policy, if you expect to miss a class, please use the University absence reporting website https://sims.rutgers.edu/ssra/
If the weather is predicted to be severe on a particular class meeting day, and/or Rutgers is issuing weather warnings for our campus for the day of our class meeting, I will be getting in touch with the class with SAKAI- generated emails and announcements as to whether the class is cancelled or postponed. If we are to miss a class session, be forewarned that I may require you to watch a posted video/class lecture or participate in an online chat discussion (through SAKAI) so that we can keep up with class materials.
Two Short Essay Assignments:
Two short essay assignments are due on September 27 and October 18 - in class. These assignments are both summarized in the course schedule (you can get a head start if you wish, but please do not turn these in esrly) and are designed to help you apply the concepts you have learned in class as well as present some of your opinions on cultural resource management as practiced today in written form.
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Research Paper:
You are required to write a short research paper (approximately 10 double spaced pages in length) on any topic concerning cultural resource management – the paper will be due on the final day of class (December 6, 5 PM) to be submitted as a Word file on our course SAKAI website (Dropbox). I will discuss this assignment in class, and a research paper assignment sheet will be posted on our SAKAI site which will specifically outline what is expected. On October 4 (IN CLASS) you will submit the topic of your paper along with the annotated citations of 3 major sources (journal or book sources) you will be using. Please choose a topic broad enough that there will be enough literature for you to use, but narrow enough that your discussion can be contained within the 10-page paper length! I will provide more information on this assignment within the first few weeks of the course (bibliographic citation format, possible topics) but you are certainly encouraged to contact KWB by email/office hours to discuss your research interests!
Group Presentation:
In the third week of the course I will be assigning famous cultural resource management case studies to student groups within our class. You are required to analyze and present the case study by dividing up the research into broad areas such as ‘discovery of the resource,” “operative cultural resource laws,” “resolution of the case,” “further questions for research” etc. More information on this assignment will be given to you in class. Your group will then present the case to the class on November 8 (I will randomly assign the presentation order) - each group will have ½ hour for the presentation. You are strongly encouraged to design PowerPoint presentations for your talks and/or present information in other visual media if you wish. I will give you time to meet as a group in class to discuss how you will divide up the work, and to share information.
Plagiarism:
Plagiarism, presenting or writing material that is not of your own authorship and without appropriate citation, is a serious academic offense and will not be tolerated. If you are unsure as to what constitutes plagiarism, please consult the Policy on Academic Integrity for Undergraduate and Graduate Students, Rutgers University, New Brunswick Campus: http://ctaar.rutgers.edu/integrity/policy.html
Final Exam:
Your exam will be a take – home exam given out on the last day of class, December 6. It is due on or before December 20, 3PM in the SAKAI Dropbox. Early submission of the exam is heartily encouraged. Please be sure to submit the exam in a Word format – if I cannot open the document in Word, then please scan your exam, and convert to a PDF.
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Accommodations on Exams:
If you require additional time or alternative accommodations on exams or other assignments, please contact the Office of Disability Services at 732-932-2848 or [email protected] to determine your Coordinator for Students with Disabilities. If your requests for accommodations are APPROVED, the CSSD generates a Letter of Accommodation (LOA); the LOA must be presented to me at the beginning of the term; if you are approved for accommodations in the middle of the semester, you are strongly encouraged to present the LOA to me as soon as possible. For further information, please reference: http://studentaffairs.rutgers.edu/disability/
Policy on Missed Exams/Quizzes, Rescheduling Exams, Late Research Paper:
It is the policy of this course that make-up exams are not given if you miss the exam/quiz without a valid reason (illness, family emergency). If you will, or do, miss the exam/quiz for the above reasons, please email me within 12 hours before or after the exam/quiz with the reason for the absence. Note that I will not grant a Letter of Absence if missing the exam/quiz was not a true family or medical emergency.
If you wish to reschedule an exam/quiz because of another exam conflict with another course, please contact me as soon as you know of the conflict (technically you should know this at the beginning of the course). Please go to the Rutgers website which posts the examination schedule and follow their procedure for rescheduling (there is paperwork involved).
Office Hours:
As I teach in two departments and three programs – and am an archaeological and historic preservation consultant - my office hours will be scheduled on Thursdays 11-12 pm (Ruth Adams Building Room 315) , around our class time, and by appointment. You are strongly advised to contact me via email in order to make an appointment, although quick questions can be answered before or after class. To ensure a response to your email, please write the course name in the subject line. Note that responses to emails sent later than 9 pm may not be answered until the next day. If you have questions concerning preparations for the exams or final, these may not be able to be answered in order to be fair to other class members. Be sure to visit our course website for additional study or resource suggestions as well as preparation guides for course exams.
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CLASS SCHEDULE AND TOPICS
WEEK 1 (September 6): INTRODUCTION TO THE COURSE
TOPIC A. Course Syllabus, Course Goals and Expectations, Class Introductions, Video (18 minutes)
TOPIC B. What are Cultural Resources – and Why do They Need to be Managed?
Video: Nominating Groups of Properties to the National Register of Historic Places: The Multiple Property Approach.
HOME ASSIGNMENTS:
1. Catch up reading: Neumann and Sanford 2010, Chapter 1
2. Go to the National Park Service Archaeology Program website http://www.nps.gov/archeology/TOOLS/LAWS/AntAct.htm and print out the statute text files on the Antiquities Act, National Historic Preservation Act, Archeological and Historic Preservation Act, and Archaeological Resources Protection Act. Click on to the Act files on the right of the first screen you encounter on the website, then scroll down to the sources section to find the statute texts. READ and BRING THESE MATERIALS WITH YOU TO OUR NEXT CLASS (Hint: Compile these materials in a large binder).
WEEK 2 (September 13): CULTURAL RESOURCE LAWS, RULES AND REGULATIONS I
TOPIC A . A Short History of Cultural Resource Management in the United States: Why, Who, When
TOPIC B. Rules and Regulations I: Antiquities Act (1906), Historic Sites Act (1935), National Historic Preservation Act (1966), Archaeological and Historic Preservation Act (1974).
READINGS:
Neumann and Sanford 2010, Chapters 2, 3
King 2008, Chapters 1, 3
HOME ASSIGNMENT: Go to the National Park Service Archaeology Program website http://www.nps.gov/archeology/TOOLS/LAWS/AntAct.htm and print out the statute text files on the Archaeological Resources Protection Act, Abandoned Shipwreck Act, Native American Graves Protection and Repatriation Act, and 36 CFR 79. Click on to the Act files on the right of the first screen you encounter on the website, then scroll down to the sources section to find the statute texts. READ and BRING THESE MATERIALS WITH YOU TO OUR NEXT CLASS.
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WEEK 3 (September 20): CULTURAL RESOURCE LAWS, RULES AND REGULATIONS II AND WORKING AS AN ARCHAEOLOGIST IN CULTURAL RESOURCE MANAGEMENT
TOPIC A: Rules and Regulations II: Archaeological Resources Protection Act (1979), Abandoned Shipwreck Act (1987), Native American Graves Protection and Repatriation Act (1990), and 36 CFR 79 (1990).
TOPIC B: The Current Economy, the Housing Crisis, and Cultural Resource Management
READINGS:
Neumann and Sanford 2010, Chapter 2
King 2008, Chapters 4, 6
Go to the National Park Service Archaeology Program website: http://www.nps.gov/archeology/TOOLS/LAWS/AntAct.htm Read the statute texts for the Antiquities Act (1906), Historic Sites Act (1935), National Historic Preservation Act (1966) Archaeological and Historic Preservation Act (1974).
HOME ASSIGNMENT (GRADED SHORT ASSIGNMENT #1): 1. Go to the website of your home town (or choose a city if you prefer) and check if they have a statement on the preservation of cultural resources – it may be listed within instructions for building and new developments, on a special page for historic properties, or not listed at all. Write down (type!) your results of this search in a paragraph and then tackle the following question: Are cultural resources in your township threatened by development or other activities? Which cultural resources are threatened, and what would you do if you were elected to protect them? Please write no more than 4 double-spaced pages. SUBMIT THIS ASSIGNMENT TO ME DURING OUR NEXT CLASS (September 27).
WEEK 4 (September 27): BACKGROUND RESEARCH, ARCHAEOLOGICAL RECONNAISSANCE, AND ARCHAEOLOGICAL EXCAVATION: METHODS AND CASE STUDIES
TOPIC A. Project History, Environmental Data, Predictive Models
TOPIC B. Archaeological Reconnaissance, Identification-Level Survey, and Evaluative Investigation
READINGS:
Neumann and Sanford 2010, Chapters 3, 4, 5
READINGS ON SAKAI:
Butler, William B. Significance and Other Frustrations in the CRM Process. American Antiquity, Vol. 52, No. 4 (Oct., 1987), pp. 820-829.
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Hardesty, Donald L. and Barbara J. Little. 2000: Scientific and Scholarly Significance. In Assessing Archaeological Significance, pp. 53-76. Lanham, MD, AltaMira Press.
Rabb, Mark and Timothy Klinger. A Critical Appraisal of "Significance" in Contract Archaeology. American Antiquity, Vol. 42, No. 4 (Oct., 1977), pp. 629-634
WEEK 5 (October 4): ARCHAEOLOGICAL ETHICS AND BUSINESS ETHICS IN CULTURAL RESOURCE MANAGEMENT
TOPIC A. Looting, Salvage, and Amateur Archaeology
TOPIC B. Ethics in Cultural Resource Management: The Business World and Archaeology
READING:
King 2008: Chapter 9
Neumann and Sanford 2010: Chapter 6, 7
READINGS ON SAKAI:
Zimmer, Julie Hollowell. 2003: Digging in the Dirt – Ethics and “Low-End Looting.” In Ethical Issues in Archaeology, edited by Zimmerman, Larry J., Karen D. Vitelli, and Julie Hollowell-Zimmer, pp. 45-56. Lanham,MD, AltaMira Press.
Bass, George F. 2003: The Ethics of Shipwreck Archaeology In Ethical Issues in Archaeology, edited by Zimmerman, Larry J., Karen D. Vitelli, and Julie Hollowell-Zimmer, pp. 57-70. Lanham, MD, AltaMira Press.
Mallouf, Robert J. 2000: An Unraveling Rope: The Looting of America’s Past. In Repatriation Reader: Who Owns American Indian Remains?, edited by Devon A. Mihesuah,, 59-73. Lincoln, NE, University of Nevada Press.
Mihesuah, Devon A. 2000: American Indians, Anthropologists, Pothunters, and Repatriation: Ethical, Religious and Political Differences. In Repatriation Reader: Who Owns American Indian Remains?, edited by Devon A. Mihesuah, 95-105. Lincoln, NE, University of Nevada Press.
HOME ASSIGNMENT (GRADED SHORT ESSAY #2): Take the location of your home or family member’s home and assess its archaeological sensitivity using the results of predictive modeling and online historic maps (and/or aerial photographs) 1. Provide figures showing the location and boundaries of the property on a Google Earth and a topographic map. 2. Consult predictive model articles provided to the class (will be posted on SAKAI). 3. List the soils noted for the property and which physiographic province it falls within 4. List waterways, topography or other elements which characterize the property, 5.. Provide copies of historic maps/aerial photographs and list whether older structures were once on or close to the property. Answer the following questions and support it with the data above: does the property have no, low, medium, or high archaeological sensitivity? Why or why not? Please write no more than 4 double-spaced pages. SUBMIT THIS ASSIGNMENT TO ME DURING OUR NEXT CLASS (October 11).
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WEEK 6 (October 11): COLLECTIONS MANAGEMENT; PROTECTING/CONSERVING ARCHAEOLOGICAL SITES
TOPIC A. What is Archaeological Conservation and Collections Management?
TOPIC B. What Can CRM Do with An Excavated Site – Preserve It? Exhibit It? Show It? Case Studies from Florida, New York, and Alaska ….
READINGS ON SAKAI: Readings are deliberately light this week owing to your short essay due today - and your upcoming midterm (nest week).
Bohnert, Allen. 1999: A Workshop: Integrating Field Archeology, Conservation, and Culturally Appropriate Treatments. CRM Volume 22, No. 7, pp. 47-49.
Burke, Martin. 1999: Contracting for Object Conservation Treatment. CRM Volume 22, No. 7, pp. 30-31.
Bustard, Wendy. 2000: Archeological Curation in the 21st Century: Or, Making Sure the Roof Doesn’t Blow Off. CRM Volume 23, No.. 5, pp. 10-15.
Thompson, Raymond H. 2000: The Crisis in Archeological Collections Management. CRM Volume 23. No. 5, pp. 4-6.
HOME ASSIGNMENT: STUDY FOR YOUR MIDTERM! A STUDY SHEET IS POSTED ON OUR SAKAI WEBSITE TO HELP YOU ORGANIZE YOUR THOUGHTS
WEEK 7 (October 18): MIDTERM (1.5 hour in class) Short film TBA to follow.
HOME ASSIGNMENT: 1. Go to the National Park Service Archaeology Program website http://www.nps.gov/archeology/TOOLS/LAWS/AntAct.htm and print out the statute text file on the Native American Graves Protection and Repatriation Act. BRING THESE MATERIALS WITH YOU TO OUR NEXT CLASS. 2. Compile a list of federally-recognized and non-federally recognized native peoples for the state you were originally assigned. Find the websites for 2-3 of these native groups – and take notes on whether the websites present opinions on cultural resources/sacred sites/artifacts. BRING THESE MATERIALS WITH YOU TO OUR NEXT CLASS (October 25).
WEEK 8 (October 25): NATIVE AMERICAN GRAVES PROTECTION AND REPATRIATION ACT
TOPIC A. NAGPRA – History and Evolution
TOPIC B. Sacred Sites, Tribal Historic Preservation Offices, Collaborative Archaeology
READINGS:
King 2008: 261, 270; 397-404.
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Read the NAGPRA statute text again
READINGS ON SAKAI:
King, Thomas F. 2003: Places That Count: Traditional Cultural Properties in Cultural Resource Management, Chapters 6 and 7. Walnut Creek, CA, AltaMira Press.
Ferguson, T.J., Joe Watkins, and Gordon L. Pullar. 1997: Native Americans and Archaeologists: Commentary and Personal Perspectives. In Native Americans and Archaeologists: Stepping Stones to Common Ground, pp. 237-252. Walnut Creek, CA, AltaMira Press,
Watkins, Joe. 2003: Ethics and American Indians. In Ethical Issues in Archaeology, edited by Larry J. Zimmerman, Karen D. Vitelli, Julie Hollowell-Zimmer, pp. 129-141. Walnut Creek, CA, AltaMira Press.
Begay, Richard M. 1997: The Role of Archaeology on Indian Lands: The Navajo Nation. In Native Americans and Archaeologists: Stepping Stones to Common Ground, pp. 161-166. Walnut Creek, CA, AltaMira Press.
Grumet, Robert S. and David S. Brose. 2000: The Earliest Americans, Common Ground 2000 (Spring/Summer): 15-19.
WEEK 9 (November 1): CRM IN NEW JERSEY AND PENNSYLVANIA
TOPIC A. SHPOs and Regulations in New Jersey and Pennsylvania – A Ground View
TOPIC B. Selected Case Studies from Pennsylvania and New Jersey
READINGS: TBA
Link to the websites of the Pennsylvania Historic and Museum Commission – Bureau of Historic Preservation (http://www.portal.state.pa.us/portal/server.pt?open=512&objID=3741&&level=1&css=L1&mode=2 ) and the NJDEP-HPO (http://www.state.nj.us/dep/hpo/) . Compare the information and guidelines concerning archaeological resources on each of these websites – print out some of the pertinent information and bring to class.
Also link onto the Philadelphia Archaeological Forum website (http://phillyarchaeology.org/– ) and compare to that of the Philadelphia Historical Commission (http://www.phila.gov/historical/). Which group more actively promotes the importance of archaeological resources?
IN-CLASS EXERCISE: Meet with your presentation groups to prepare for the next week. Please give KWB pdf copies of the articles you would like your classmates to read as background information (pick at least 1 article) and I will scan them for you and place on our SAKAI site.
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WEEK 10 (November 8): GROUP PRESENTATIONS
READINGS ON SAKAI: TBA- GROUPS WILL GIVE THESE MATERIALS TO KWB
WEEK 11 (November 15): INTERNATIONAL CRM CASE STUDIES
TOPIC A. Commentary on Group Presentations
TOPIC B. International Archaeology and Cultural Resource Management
READINGS ON SAKAI:
Hamlin, Ann. Archaeological Heritage Management in Northern Ireland: Challenges and Solutions. In Cultural Resource Management in Contemporary Society, pp. 66-75. London: Routledge.
Silverman, Helaine. Cultural Resource Management and Cultural Heritage in Peru. CRM Volume 3(2): 57-72
Whitelaw, Gavin. 2005: Plastic Value: Archaeological Significance in South Africa, In Heritage of Value, Archaeology of Renown: Managing Archaeological Assessment and Significance. Gainesville, FL: University Press of Florida, pp 137-156.
WEEK 12 (November 20): CULTURAL RESOURCE MANAGEMENT AND NATURAL/CULTURAL DISASTERS
TOPIC A. What do Archaeologists Do in the Event of a Natural or Cultural Disaster? Case Studies: Iraq, New Orleans, World Trade Center, Jamestown, VA
TOPIC B. How do We Prepare for Natural/Cultural Resource Disasters ?
READINGS ON SAKAI:
National Park Service. 2001: Cultural Resource Protection and Emergency Preparedness, Volume 24, No. 8, 2001. Read entire volume (it’s relatively short).
National Park Service. 2000: Cultural Resource Management, Disaster Management, Volume 23, No. 6, 2000. Read entire volume (it’s relatively short).
HOME ASSIGNMENT: Work on your research paper - it is due in two weeks (December 6, 5 pm as a SAKAI dropbox submission). Bring two copies to our next class. – we will be using these in group work.
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WEEK 13 (November 29): CATCH-UP CLASS: MULTIPLE TOPICS, GROUP WORK/PAPERS
This week will include a lot of catch-up points delivered by KWB. Air your ideas and work for your paper in progress to a small group. No readings for today other than those read in previous weeks. Leave one draft with me – I will provide quick/short comments on the draft to you via email.
WEEK 14 (December 6): PULLING IT ALL TOGETHER; WHERE FROM HERE FOR CULTURAL RESOURCE MANAGEMENT?
TOPIC A. Summary of Course
TOPIC B. Where from Here?
READINGS:
King 2008, Chapter 8
READINGS ON SAKAI:
Hardesty, Donald L. and Barbara J. Little. 2000: Assessing Archaeological Significance: A Guide for Archaeologists and Historians, Chapter 8. Lanham, MD: AltaMira Press.
Patterson, Thomas C. 1999: The Political Economy of Archaeology in the United States. Annual Review of Anthropology 28: 155-174.
Jameson, John H. Public Interpretation, Education, and Outreach The Growing Predominance in American Archaeology. In Cultural Resource Management in Contemporary Society, pp. 288-289. London: Routledge.
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